few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Topic options: 
A. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
B. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
C. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
H. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Thought: In this problem, students learn to understand fractions as numbers by comparing their sizes.
Answer: G

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000157

3
options: Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
problem_activity: Optional activity
The goal of this activity is to verify, via angle calculations, that equilateral triangles (and hence) regular hexagons can be used to make regular tessellations of the plane. Students have encountered the equilateral triangle plane tessellations earlier in grade 8 when working on an isometric grid. In order to complete their investigation of regular tessellations of the plane, it remains to be shown that no other polygons work. This will be done in the next activity.
Students are required to reason abstractly and quantitatively (MP2) in this activity. Tracing paper indicates that six equilateral triangles can be put together sharing a single vertex. Showing that this is true for abstract equilateral triangles requires careful reasoning about angle measures.
Launch
In the previous task, equilateral triangles, squares, and hexagons appeared to make regular tessellations of the plane. Tell students that the goal of this activity is to use geometry to verify that they do.
Refer students to regular polygons printed in the previous activity for a visual representation of an equilateral triangle.
Representation: Internalize Comprehension.
Represent the same information through different modalities by using physical objects to represent abstract concepts. Some students may benefit by using virtual or concrete manipulatives (geogebra, tracing paper, or equilateral triangle cut-outs) to connect abstract concepts to concrete objects.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Student Facing
What is the measure of each angle in an equilateral triangle? How do you know?
How many triangles can you fit together at one vertex? Explain why there is no space between the triangles.
Explain why you can continue the pattern of triangles to tessellate the plane.
How can you use your triangular tessellation of the plane to show that regular hexagons can be used to give a regular tessellation of the plane?
Student Response
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Anticipated Misconceptions
Students may know that an equilateral triangle has 60-degree angles but may not be able to explain why. Consider prompting these students for the sum of the three angles in an equilateral triangle.
Students may not see a pattern of hexagons within the triangle tessellation. Consider asking these students what shape they get when they put 6 equilateral triangles together at a single vertex.
Activity Synthesis
Consider asking the following questions to lead the discussion of this activity:
“How did you find the angle measures in an equilateral triangle?” (The sum of the angles is 180 degrees, and they are all congruent so each is 60 degrees.)
“Why is there no space between six triangles meeting at a vertex?” (The angles total 360 degrees, which is a full circle.)
“How does your tessellation with triangles relate to hexagons?” (You can group the triangles meeting at certain vertices into hexagons, which tessellate the plane.)
“Are there other tessellations of the plane with triangles?” (Yes. You can make infinite rows of triangles that can be placed on top of one another—and displaced relative to one another.)
Consider showing students an isometric grid, used earlier in grade 8 for experimenting with transformations, and ask them how this relates to tessellations. (It shows a tessellation with equilateral triangles.)
Point out that this activity provides a mathematical justification for the “yes” in the table for triangles and hexagons.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. After a response to one of the discussion questions is shared with the class, invite students to restate and/or revoice what they heard using mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. This will provide more students with an opportunity to practice using language about tessellations.
Design Principle(s): Support sense-making


correct_option_index: 7